Primary School Teachers' Knowledge of ADHD and Effective Teaching Strategies: A Comprehensive Review

Background: In the past 10 years, the incidence rate of ADHD in children has increased year by year, and the prevention and education of ADHD children have become the focus of attention of all sectors of society. The etiology of ADHD is very complex, and there is no cure in medicine, requiring long-term and meticulous comprehensive intervention. Educational intervention has been proven to be an effective way to prevent and treat ADHD, and teachers' knowledge of ADHD is an important factor affecting educational intervention.

Objective: To explore the understanding of ADHD knowledge among ordinary primary school teachers and the use of teaching and behavioral management methods for ADHD students, as well as the relationship between the two.

Methods: A literature search is used to organize 73 influential articles in the past 20 years and analyze the main research trends.

Results: The understanding of ADHD knowledge among ordinary primary school teachers is at a moderate level, with a correct mastery rate of about 60%. Teachers use teaching and behavioral management methods for ADHD students more frequently than ordinary students, and the frequency of using various methods varies, influenced by teacher factors, teacher-student relationships, and method factors.

Conclusion: Understanding ADHD knowledge and related teaching and behavioral management methods are essential professional qualities for ordinary primary school teachers, and we should improve this quality as soon as possible.